The following are sample referential SI items from the PI treatment packet. There were a total of three items of the first activity, eight of the second activity, and six of the third activity.
Activity 1 Richtig oder Falsch. Read the sentence and circle R (richtig) or F (falsch) to say whether the sentence correctly describes the picture or not.
1. Die Frau antwortet
...dem Mann. R / F
Activity 2 You will hear sentences in German. Select the picture that best corresponds with the sentence. Your instructor will review the correct answers with you after each question. In other words, you won’t go on to number 2 until your instructor has reviewed number 1 with you.
1.
A B
Activity 3 Select the best English translation of each sentence. Once you finish each question, your instructor will review the correct answer. In other words, don’t go on to number 2 until your instructor has reviewed number 1 with you. When your instructor calls on you, answer “A” or “B”.
1. Der Mann antwortet dem Mädchen.
A. The girl answers the man. B. The man answers the girl.
The following are sample affective structured input activities from the materials packet for PI. There were a total of five items in the first activity, five items in the second activity, and eight items in the third activity.
Activity 1 Wem hilfst du? Answer yes or no to the following sentences, based on whom you help everyday.
1. Ich helfe...
...dem Bruder. Ja Nein
Activity 2 Wem glaubst du? When people tell you things, do you always believe them?
Answer immer (always) nicht immer (not always) or nie (never).
Ich glaube...
1. ...dem Vater immer. immer nicht immer nie
Activity 3 Wem hörst du zu? Who do you listen to when you want advice? Mark Ja or Nein.
Ich höre...
1. ...der Mutter zu. Ja Nein
APPENDIX B
SAMPLE MATERIALS
The following items are samples from the TI treatment packet. There were five items in Activity 1, five items in Activity 2, four items in Activity 3, three items in Activity 4, five items in Activity 5, six items in Activity 6, six items in Activity 7, and six example reasons for advice taking in the last section to be used in Activity 7.
Activity 1
Dative articles----Change the noun in parentheses to the dative form.
Model: Ich helfe ___________. (Der Mann) Ich helfe ___dem Mann___.
1. Du hilfst __________(die Frau).
Activity 2 Nicht glauben. You and your friends don’t believe these people. Complete the sentences with the dative. Say you don’t believe the person in parentheses.
1. Ich glaube __________nicht (der Mann) Activity 3 Wem? (Whom?)
1. Wem hörst du zu? (der Mann) Ich höre __________ zu.
Activity 4 Complete the sentences with the dative form of the article in parentheses.
1. Das Mädchen sagt ____________________(die Jungen) “Hallo”.
Activity 5
Fill in the blank with the dative form of the article in parentheses.
1. Ich antworte ___________(die Frau).
Activity 6 Conversation A
When you need advice, whom do you listen to? Complete the conversation with a partner using the dative form of "the".
Model: die Polizistin
Student 1: Hörst du der Polizistin zu?
Student 2: Ja, ich höre der Polizistin zu/ Nein, ich höre der Polizistin nicht zu.
1. die Eltern Activity 7 Conversation B
Now, use the vocabulary provided in Section B to explain why you take advice from the following people.
Model: die Polizistin
Student 1: Hörst du der Polizistin zu?
Student 2: Ja, ich höre der Polizistin zu. Sie hilft mir.
1. die Eltern Section B
Er/Sie hilft mir. (He/She helps me.)
APPENDIX C
SAMPLE MATERIALS
Following are sample items from the interpretation and production tests. In the interpretation test, the sentences were read to participants, and translations were not provided. The interpretation sample appears first, followed by the sample production item.
1.
A B
(Learners hear: Der Frau antwortet der Mann. The man answers the woman.).
Learners choose A or B.
1.
_________________________________antwortet______________________________
____. (Der Mann/Die Frau)
Justin P. White, Andrew DeMil, Michael H. Rice 26
Biographical Information
Andrew DeMil (ademil@ut.edu) is an Assistant Professor in the Department of Languages and Linguistics at the University of Tampa. His research interests include classroom language acquisition and foreign language textbook evaluation. Dr. DeMil’s recent publications include: White, Justin P.; DeMil, Andrew (2013) Transfer of training in processing instruction: the role of form related explicit information. Studies in Second Language Acquisition 35, 519-544 and Leeser, Michael J.; DeMil, Andrew (2013) Investigating the secondary effects of processing instruction in Spanish: From instruction on accusative clitics to Transfer-of-Training effects on dative clitics.
Hispania 96, 748-762.
Michael Rice (Michael.Rice@mtsu.edu) is an Associate Professor of German in the Department of Foreign Languages and Literatures at Middle Tennessee State University. Dr. Rice’s areas of research are Exile literature, German-Jewish literature, and the Austrian author, Friedrich Torberg. He has present and published on Torberg’s oeuvre written in exile and German-language contributions to Western European dissertation on the Hispanic and Lusophone languages and literatures.
Dr. Justin P. White (jwhite94@fau.edu) is an Assistant Professor of Spanish and Linguistics, as well as the Director of the Spanish Basic Language Program at Florida Atlantic University. His primary research interests include the role of input in language processing and acquisition. His recent publications include: White, Justin P. (in press a) The effects of input-based instruction on the acquisition of the Spanish accusative clitics. Hispania, White, Justin P. (in press b) Frequency effects of structured input:
primary and secondary effects. Southern Journal of Linguistics and White, Justin P.;
DeMil, Andrew (2013) Primary and secondary effects of PI. International Journal of Language Studies 3, 59-88.
Key Words
Input, output, processing instruction, input processing a
l l o
!